Home ›› 12 Nov 2021 ›› Opinion
With a pledge to “transform our world”, the heads of states, governments and high representatives met on 25-27 September 2015 at the United Nations Headquarters in New York and announced 17 Sustainable Development Goals (SDGs) and 169 targets for 2030. They committed themselves to working tirelessly for the full implementation of the Agenda by 2030. Despite a plethora of limitations, the government of Bangladesh has already taken up some programs and projects in line with the overarching goal of placing human development at the centre of the vision for the “world we want.” However, the government’s role, in this regard, has been appreciated in the 76th UN general assembly.
SDG styled “Transforming Our World: The 2030 Agenda for Sustainable Development” is an agenda of unprecedented scope and significance. It has been formally accepted by all countries and is now applicable to all, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. These are universal goals and targets which involve the entire world – developed and developing countries alike. They are integrated and indivisible. They aim to balance the three dimensions of sustainable developments. The government of Bangladesh is committed to achieving sustainable development goals in its three dimensions - economic, social and environmental - in a balanced and integrated manner. The government also wishes to build upon the achievements of the Millennium Development Goals (MDGs) and seeks to address their unfinished work by 2030.
Education is a fundamental human right and indispensable for the achievement of sustainable development. To ensure “inclusive and equitable education and promote lifelong learning opportunities for all” is one of the 17 Sustainable Development Goals. The government of Bangladesh has already managed to expand pre-primary and primary education at rural areas through some effective initiatives/programs in line with SDG-4 so as to make development consistent and sustainable. But this is disappointing that the government seems to be very slow in implementing “National Education Policy 2010” although they know that they will have to face the 21st-century challenges and build well-educated, knowledgeable, responsible and technologically skilled human resources by ensuring quality education and creating lifelong learning opportunities for all.
According to UNDP, since 2000 there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015.There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes although progress has been tough in some developing countries due to high levels of poverty, political conflicts and other emergencies. Bangladesh has achieved some successes in some areas - children enrollment rate (nearly 99 percent) in schools and literacy rate (about 73 percent) in the last ten years. But unfortunately, students’ dropout rate in primary and secondary schools has recently increased due to Covid-19 pandemic. Child marriage in remote areas is one of the major causes of the dropout (especially girls). Poverty has also contributed to the deteriorating condition. The government needs to address it very seriously and bring them back to schools. Otherwise, their future will be at stake.
Education is one of the most powerful and proven vehicles for sustainable development. And obtaining quality education is crucial to improving people’s lives and sustainable development.
The government has already made some progress that is worth mentioning here. Every year, on 1st January, students – from preprimary to secondary level – get new textbooks for free. This day is also observed as “Textbook Celebration Day.” In 2019 more than 35 crore books were distributed among the students. Since 2017, more than 2 lac textbooks written in ethnic languages – Chakma, Marma, Sadri, Tripura and Garo – were distributed among the indigenous students. But unfortunately, the government is yet to design a sustainable and suitable curriculum (culture-specific and need-based) for primary and secondary/higher secondary level students. Very recently the education minister has suggested some changes in primary, secondary and higher secondary curricula though there have been few flaws in it. Of course, these changes need to be discussed meticulously and debated critically before implementation. Nothing should be done hastily and superficially as an experiment (mostly proposed by the bureaucrats) when it comes to dealing with national curriculum at any level.
Now it is time to focus on ensuring quality education at all levels and promoting knowledge-based/skill-based education to face the 21st-century challenges and meet the demands or needs of the competitive local/global job market. And to achieve the goal (SDG 4), the government should seriously establish good governance at educational institutions and curb corruption in all sectors. The following recommendations should be taken into consideration:
a. The government should increase the annual budget for education up to 6 per cent of GDP.
b. The government should thoroughly implement the “National Education Policy 2010” in a faster pace.
c. The government should form a permanent “Education Reforms Commission” (for primary and secondary levels) with appropriate role and efficient authority (academics with strong background to be appointed) to oversee or monitor the reforms in line with SDG 4 and recruit the competent teachers with good academic standing across the country.
d. The government should scrap PEC (Primary Completion Examination) and JSC (Junior Secondary Examination) permanently so that children get rid of these redundant exams.
e. The government should upgrade primary education to class-Eight according to Education Policy 2010 without any bureaucratic procrastination.
f. The government should build a high-quality National Training Institute (NTI) for teachers at primary and secondary levels.
g. The government should form a separate “Pay Commission” for teachers (primary, secondary and tertiary levels) and offer lucrative salary with other incentives/benefits so that the truly meritorious students choose this profession with passion and interest.
h. The government should constitute the Higher Education Commission (HEC) replacing University Grants Commission (UGC) immediately, and make sure this Commission works effectively and independently without any political bias or bureaucratic pressure.
i. The government should amend “Private University Act 2010” immediately by incorporating certain provisions – clearly defined policy for teachers’ recruitment, lucrative pay package with all admissible benefits (research fund, scholarship opportunities, PF, gratuity/pension scheme, earned leave encashment and etc.), promotion policy, right to association for the academics, retirement age, service rule, statute, and etc. – so as to safeguard the academic staff and ensure quality education at private-sector universities.
j. The government should make sure the Bangladesh Accreditation Council (BAC) acts independently without any political bias and builds strong connectivity with the globally accepted accreditation bodies.
The writer is Associate Professor and Chair, Department of English, Stamford University Bangladesh. Email: nahidneazy@yahoo.com
